Sentences with phrase «addresses needs of the whole child»

Congratulations to Kaler Elementary School, for using breakfast - in - the - classroom, and school meals in general, to address the needs of the whole child!

What would it take to confront the issues of how we keep children whole and how we address the needs of the whole child in an era in which children are being sliced and diced into categories on standardized tests?

Created in 1998, Satori Charter School was established to provide a challenging, creative learning environment which addresses the needs of the whole child while focusing on community, creativity and critical thinking.

The Coalition for Community Schools and the National Coalition for Parent Involvement in Education both work with NEA to empower families and to get schools and communities together to address the needs of the whole child.

And they can use the Whole Child Resolution Tool Kit to ask their school boards, town councils, and other policymakers in their communities to support a local resolution that addresses the needs of the whole child.

The John C. Stalker Institute is the creative entity and force to lead Massachusetts school and child nutrition professionals in forward thinking, growth, education, and development to address the needs of the whole child.

These results show we all have more work to do to increase the level of rigor in our classrooms and address the needs of the whole child, academically, socially and emotionally, so we can finally narrow the persistent gaps that play out along racial and class lines,» said Evan Stone, Co-Founder and Co-CEO of Educators for Excellence.

Armed with this information, we can begin to address the needs of the whole child.

Not exact matches

If your child has a pattern of disruptive behavior across multiple settings (such as dressing, bed time, meal time, and others), then their behavior pattern as a whole needs to be addressed before potty training can be specifically addressed.

These actions don't even begin to address the needs of child care providers or the thousands of undervalued state, local government and school employees - many work for much less than $ 15 per hour - who take care of our kids, maintain our roads, water and sewer systems and do a whole lot more necessary work.

These actions don't even begin to address the needs of child care providers or the thousands of undervalued local government and school employees - many work for much less than $ 15 per hour - who take care of our kids, maintain our roads, water and sewer systems and do a whole lot more necessary work.

The Attack With the advent of the No Child Left Behind Act, higher standards and expectations, growing pressure for preparing children for global competition, and an increasing need to address the whole child on behalf of 50 million children I ask you to join me in «The Attack.&rChild Left Behind Act, higher standards and expectations, growing pressure for preparing children for global competition, and an increasing need to address the whole child on behalf of 50 million children I ask you to join me in «The Attack.&rchild on behalf of 50 million children I ask you to join me in «The Attack.»

And what I'm wondering is: If you're elected president, will you support and fund the sorts of initiatives that Reconnecting McDowell is there for, that the Coalition for Community Schools supports, and the American Federation of Teachers nationally — the wraparound services, the things that address the whole child needs, that keep students from coming to school prepared to learn?

The Whole Child Initiative is an approach that seeks to prepare students for 21st century challenges by addressing students» comprehensive needs through the shared responsibility of students, families, schools and communities.

Those policies need to be based upon equity, solid pedagogy, respect for the whole child and the need of society to improve its democracy and educate a generation that can address the awful problems our generation is leaving them.

Part of IEL's emerging work, Leaders for Today and Tomorrow (LT2) will prepare and support principals in addressing the social - emotional, civic, and academic needs of the whole child.

The No Child Left Behind (NCLB) legislation caused many schools to place an enormous emphasis on promoting academic skills at the expense of addressing the needs of the «whole child.&rChild Left Behind (NCLB) legislation caused many schools to place an enormous emphasis on promoting academic skills at the expense of addressing the needs of the «whole child.&rchild.»

In essence, by creating wrap - around schools, we can address and support the needs of the «whole child» by removing any barriers they may face and coordinating resources around their individual needs to aid in their success.

A whole child approach to education enhances learning by addressing each student's social, emotional, physical, and academic needs through the shared contributions of schools, families, communities, and policymakers.

Lee is dedicated to addressing the whole child with a unique understanding of special needs children.

Chapters address: (1) an overview of the whole language approach; (2) examples of how special education teachers use whole language to teach children with learning disabilities; (3) suggestions on how to create a child - centered classroom; (4) the role of the teacher in a whole language classroom; (5) examples of democratic classrooms; (6) assessment procedures that are compatible with a whole language philosophy and how assessment data can be used to respond to individual needs; (7) examples of different strategies teachers use to teach students with learning disabilities reading and writing; (8) literacy development in students with disabilities and how to foster self - directed learners; (9) how teachers develop learner - centered curriculums and how to move toward an inclusive environment; and (10) one teacher's move to the whole language approach.

The ability to speak with greater precision and cohesion would help diverse stakeholder groups create policies and support practices that address the multifaceted and individualized learning needs of each (whole) child, regardless of geographic location, ethnicity, socioeconomic status, and mental or physical abilities.

A Whole Child approach addresses students» comprehensive needs through the shared responsibility of Texas students, families, schools and communities.

Legislators are beginning to structurally address the needs of the «whole child» and not just arbitrary benchmarks.

A Whole Child approach to education addresses students» comprehensive needs through the shared responsibility of students, families, schools, and communities,» stated Rep. Howard, as Texas ASCD members listened from the historic gallery seating above the legislators» chamber.

One of the lessons we can draw from the success of the initiative is that having multiple indicators of student performance — such as graduation rates, suspension rates, and grade point averages — helps educators see the whole child and address each student's needs.

ASCD's 2015 Legislative Agenda (PDF) calls on the federal government to reauthorize education policies in a way that addresses and supports the needs of today's students and educators, bolstering the development of the whole child at every level of the education system.

We provide varied professional learning opportunities to enable educators to address the diverse needs of the whole child.

(F) providing incentives for whole - school approaches,... positive behavioral interventions and supports,... to reduce the need to label children as disabled in order to address the learning and behavioral needs of such children.

Research, practice, and common sense confirm that a whole child approach to education will develop and prepare students for the challenges and opportunities of today and tomorrow by addressing students» comprehensive needs through the shared responsibility of students, families, schools, and communities.

«Introducing a single Act would create a whole - of - system «paradigm shift,» resulting in a trauma - informed, therapeutic approach that prioritises the needs of children, young people and their families, and addresses over-incarcertaion of Indigenous youth.»

The fact that the programme did not have a long term impact on the children's emotional and behavioural functioning points to the need for additional resources in addressing these problems as part of a more sustained whole - school approach.

However, where such informal support is not available, or in situations when family members require more formal support, a whole - family approach to address the emotional, health and care needs of both parents and children has shown the most encouraging results (Barrett et al., 2010).

While a variety of teaching strategies may be successful in typical circumstances, children from hard places need caregiving that meets their unique needs and addresses the whole child.